The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Rationale 2: This rubric was created to display the correlation between effort and success. Students self-assess and create goals. They partake in frequent, short conferences with the classroom teacher to discuss their progress.
2.K.2 The teacher understands that students’ physical, social, emotional, moral, and cognitive development influence learning and knows how to address these factors when making instructional decisions.
By creating an effort chart, students recognize when they work hard, they perform better. Teachers also seem more approachable when frequent student/teacher conferences are taking place. It helps keep the lines of communication open.
2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility.
Students monitor their level of responsibility closely when using effort charts. Conferences with the classroom teacher in addition to self reflections allow for students to be actively involved in their own learning. Students are able to develop a relationship with their classroom teacher and expectations of one another are shared through conferencing.
2.D.2 The teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning.
When reviewing students’ effort charts the teacher will make note of improvements in effort and how it positively affects their grades. During conferencing, dialogue on what effort really means and how the child shows effort is addressed. The student will discuss his/her goal in addition to any areas that still need improvement and what the plan is to make those necessary improvements. More student input = increase in student effort = greater student growth.
Standard 2
Knowledge of Human Growth and Development
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Rationale 2: This rubric was created to display the correlation between effort and success. Students self-assess and create goals. They partake in frequent, short conferences with the classroom teacher to discuss their progress.
KSD:
2.K.2 The teacher understands that students’ physical, social, emotional, moral, and cognitive development influence learning and knows how to address these factors when making instructional decisions.
By creating an effort chart, students recognize when they work hard, they perform better. Teachers also seem more approachable when frequent student/teacher conferences are taking place. It helps keep the lines of communication open.
2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility.
Students monitor their level of responsibility closely when using effort charts. Conferences with the classroom teacher in addition to self reflections allow for students to be actively involved in their own learning. Students are able to develop a relationship with their classroom teacher and expectations of one another are shared through conferencing.
2.D.2 The teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning.
When reviewing students’ effort charts the teacher will make note of improvements in effort and how it positively affects their grades. During conferencing, dialogue on what effort really means and how the child shows effort is addressed. The student will discuss his/her goal in addition to any areas that still need improvement and what the plan is to make those necessary improvements. More student input = increase in student effort = greater student growth.